Creating Connected Dance

This is lesson 8 of 10 in the unit "Dance Explorations for Foundations". Lesson Title: Creating and Connecting Our Dance Lesson Description: The Retrieval revisits rhythm, sequence, space, dynamics, relationships and prop safety; The Goals focus on selecting and connecting movement ideas into a complete dance. The Learning combines repetition, contrast, transition and a clear beginning, middle and ending. I do model how to join two movement phrases, We do organise class ideas into a shared structure, and You do work in groups to create a short dance that communicates an idea. The Consolidation uses group showings and audience responses, while Redo provides movement cards, teacher sequencing support and an extension through a purposeful transition.

Overview

In this eighth lesson of Dance Explorations for Foundations, students revisit key dance ideas and combine familiar movements into a short group dance. They explore repetition, contrast, transitions and a clear beginning, middle and ending so their dance communicates an idea such as growing, travelling, friendship or weather.

Learning intentions

Students will:

select and connect movement ideas to communicate an idea
use repetition and contrast in a short dance sequence
practise safe use of space, bodies and props
work cooperatively to create and perform a beginning, middle and ending
respond to a dance by describing what they noticed and enjoyed

Success criteria

I can choose movements that show an idea.
I can join two movement phrases with a safe transition.
I can use repetition or contrast in my group dance.
I can perform a dance with a clear beginning, middle and ending.
I can tell what I noticed in another group’s dance.

Curriculum links

Dance — creating simple phrases and dances through play and improvisation that communicate ideas.
Dance — using and repeating known movement sequences and connecting movement to mood and speed.
Dance — describing experiences, observations, ideas and feelings about dances, including what is enjoyed and why.
Dance — developing movement sequences through contrast, repetition, transitions, space, energy and relationships.

Lesson structure (50 minutes)

0–7 min · Retrieval and warm-up. Teacher opens with the retrieval and warm-up slides and prompts students to show a rhythm, a shape, a pathway, a slow movement and a strong movement; students copy, freeze and recall how to move safely around others. Revisit the class signals: “freeze”, “walk” and “make space”. Briefly remind students that props stay low, are carried when walking and are never swung near another person.
7–13 min · Goals and movement choices. Teacher displays the learning goal and movement idea slides and models selecting two familiar phrases, such as “reach, turn, freeze” and “step, step, curl”; students practise each phrase and identify the idea it might communicate. Invite suggestions for ideas the class could communicate: travelling, growing, helping, a storm or waking up. Emphasise that movements do not need to look the same to communicate a similar idea.
13–20 min · I do: joining phrases. Teacher models how to connect two phrases with a purposeful transition, first stopping abruptly and then improving it with a slide, turn, pathway, gesture or change of level. Use the teacher model and transition prompts to show the structure: beginning phrase, transition, second phrase. Students mirror the model, then try one transition of their own. Ask: “How did the transition help the dance make sense?” and “What changed—level, speed, direction or energy?”
20–28 min · We do: shared structure. Teacher gathers class ideas and organises them into a shared sequence using the shared dance structure slides: beginning—still shape; middle—repeated movement; transition—travel safely; ending—group freeze. Students perform the structure together, first with teacher counting and then with music or a steady beat. Add contrast by changing one feature, such as high/low, fast/slow, smooth/sharp or large/small. Invite students to explain which contrast best communicates the chosen class idea.
28–40 min · You do: group choreography. Teacher forms five groups of five and distributes the group dance planning sheet. Each group chooses one idea, selects or invents two short movement phrases, and plans a safe transition and a clear beginning, middle and ending. Students create, practise and refine a 20–30 second dance. Encourage every student to contribute one movement, keep pathways spaced, and use repetition plus one contrast. Props may be added only if they support the idea and can be used safely; otherwise students dance without them.
40–47 min · Share and respond. Teacher uses the performance and audience response slides to remind groups to watch respectfully and asks the audience to notice one movement choice and its meaning. Groups perform one at a time while the audience watches quietly. After each performance, invite two quick responses: “I noticed…” and “I think the dance showed…” Avoid ranking groups; focus on how movement communicated an idea.
47–50 min · Consolidate and redo. Teacher asks students to show a silent “beginning” shape and complete the sentence, “Our transition helped because…” Students who need another attempt use teacher-provided movement cards to choose a beginning, middle, transition and ending, then rehearse one section with adult sequencing support. Finish with a whole-class freeze and preview that the next lesson will refine and perform the unit dances.

Resources

the complete dance exploration slide deck
the group dance planning sheet
Open floor space with clearly marked boundaries
Optional soft, lightweight props
Teacher-made movement cards showing simple actions, levels and pathways
Music player and instrumental music with a steady beat
Five group work areas marked with floor spots or cones
Whiteboard and marker
Water access and a clear stop signal

Assessment

Observe whether students recall and safely use rhythm, space, dynamics, relationships and prop routines during the warm-up.
During group creation, check that students contribute movement ideas, connect two phrases, use repetition or contrast, and include a clear beginning, middle and ending.
Use audience responses and the final sentence completion to assess whether students can identify how a dance communicated an idea.

Differentiation

Provide picture-based movement cards, teacher modelling, counting, repeated demonstrations and a four-part planning frame for students who need sequencing support.
Allow students to perform seated, with a smaller range of movement, or alongside a trusted peer; mark personal spaces clearly and reduce sensory load by lowering music volume.
Offer sentence starters such as “Our dance shows…”, “I noticed…” and “The movement felt…” for EAL learners and students developing oral language.
Extend confident students by asking them to make the transition purposeful, vary two dance elements, or communicate a change in mood without adding extra movements.

Teaching Instructions